How to incorporate an online form that requests mouse squad assistance? SETTING THE STAGE Often times when there is a technology issue teachers, students and administrators get easily frustrated. In that case a Mouse Squad student needs to be alerted that there is a problem. By using an online form generator, all requests are documented and archived in the designated gmail account. Mouse Squad students are trained in this procedure and become independent when responging to technology needs.
Session Overview In this session, participants will learn the correct procedure on how to check for a request form, respond to the request and file or archive the ticket.
Focusing Questions What is a technology request form?
Where do techers complete a request form?
What is the procedure I follow when responding to a request form?
Materials
The following materials are used in this session:
-Laptops
-Projector
-Technology Request Form
-Internet Session_PowerPoint_Template.ppt
Resources
The following resources are used in this session:
1. Internet access
2. www.is93.org
3. gmail account
INSTRUCTION (Typically lasts about 20% of session.)
Framing the Session In speaking with some of you I've heard that your teacher face many technology problems. Let's list few of the problems that you have encountered. Examples:
Internet is not working
Printer is not printing
Projector is not projecting
SmartBoard is not working
The procedure that is used to help accommodate the needs of every teacher and administrator is to complete a request form that is placed on our school webside, under the technology links. This procedure keeps requests organized and allows for short respond time by Mouse Squad.
Teaching
Demonstrate for participants how to: “Watch me as I show you how…”
Guided Practice
Guide participants through the process of: “Now it is your turn to try it.”
WORK TIME(Typically lasts about 60–70% of session.)
Getting Started
Tell participants what they will be doing during their work time, and how much time they have: “Take the next 30 minutes to..., and then we will come back together and share.”
Facilitator Conferring
Circulate around the room and confer with participants. Make sure that, Check for, Try to guide, Suggest that, If participants finish early, etc.
Take note of particularly good examples of work that can be presented during the Share. SHARE(Typically lasts about 10–20% of session.)
Share
Ask selected participants to share particularly good examples of their work.
Lead a discussion about how this work addresses the focusing questions.
Each session contains the following components and can be conducted in 45–60 minutes:
Session Overview
This is a concise summary of the session, and how it fits into the training series as a whole.
Focusing Questions
These are the specific questions that guide the session. The purpose of the session is to address these questions.
Materials
This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
Resources
All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
Framing the Session
The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
Teaching
This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
Guided Practice
Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
Getting Started
The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
Participant Activity
Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
Facilitator Conferring
As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
Share
Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
Acknowledgements
This section acknowledges those who contributed to the creation of this session.
SESSION TITLE
How to incorporate an online form that requests mouse squad assistance?SETTING THE STAGE
Often times when there is a technology issue teachers, students and administrators get easily frustrated. In that case a Mouse Squad student needs to be alerted that there is a problem. By using an online form generator, all requests are documented and archived in the designated gmail account. Mouse Squad students are trained in this procedure and become independent when responging to technology needs.
Session Overview
In this session, participants will learn the correct procedure on how to check for a request form, respond to the request and file or archive the ticket.
Focusing Questions
What is a technology request form?
Where do techers complete a request form?
What is the procedure I follow when responding to a request form?
Materials
The following materials are used in this session:
-Laptops
-Projector
-Technology Request Form
-Internet
Session_PowerPoint_Template.ppt
Resources
The following resources are used in this session:
1. Internet access
2. www.is93.org
3. gmail account
INSTRUCTION (Typically lasts about 20% of session.)
Framing the Session
In speaking with some of you I've heard that your teacher face many technology problems. Let's list few of the problems that you have encountered. Examples:
- Internet is not working
- Printer is not printing
- Projector is not projecting
- SmartBoard is not working
The procedure that is used to help accommodate the needs of every teacher and administrator is to complete a request form that is placed on our school webside, under the technology links. This procedure keeps requests organized and allows for short respond time by Mouse Squad.Teaching
Demonstrate for participants how to:
“Watch me as I show you how…”
Guided Practice
Guide participants through the process of:
“Now it is your turn to try it.”
WORK TIME (Typically lasts about 60–70% of session.)
Getting Started
Tell participants what they will be doing during their work time, and how much time they have:
“Take the next 30 minutes to..., and then we will come back together and share.”
Participant Activity
Participants will...
Step 1
Step 2
Step 3
Step 4
Step 5
Facilitator Conferring
Circulate around the room and confer with participants. Make sure that, Check for, Try to guide, Suggest that, If participants finish early, etc.
Take note of particularly good examples of work that can be presented during the Share.
SHARE (Typically lasts about 10–20% of session.)
Share
Ask selected participants to share particularly good examples of their work.
Lead a discussion about how this work addresses the focusing questions.
ACKNOWLEDGEMENTS
Author:
Email:
School/Employer:
Title:
TEMPLATE DESCRIPTION
Each session contains the following components and can be conducted in 45–60 minutes:
Session Overview
This is a concise summary of the session, and how it fits into the training series as a whole.
Focusing Questions
These are the specific questions that guide the session. The purpose of the session is to address these questions.
Materials
This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
Resources
All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
Framing the Session
The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
Teaching
This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
Guided Practice
Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
Getting Started
The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
Participant Activity
Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
Facilitator Conferring
As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
Share
Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
Acknowledgements
This section acknowledges those who contributed to the creation of this session.